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Paper B > E11 Special educational needs and disability > Flashcards

E11 Special educational needs and disability Flashcards

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1
Q

What does SEND stand for?

A

Special Educational Needs and Disabilities

SEND is also known as SEN in many settings.

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2
Q

What is the key statutory document for practitioners working with children and young people who have SEND?

A

SEND Code of Practice 2015

This document outlines duties, policies, and procedures for managing care and education for children with SEND.

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3
Q

What act influenced the SEND Code of Practice?

A

Children and Families Act 2014

This act introduced reforms to SEND, adoption, family courts, and social care.

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4
Q

What is the purpose of the Local Offer in relation to SEND?

A

To outline what is available in the area for children and young people with SEND

Local authorities are required to publish this document.

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5
Q

What does EHCP stand for?

A

Education, Health and Care Plan

EHCPs are used when the needs of children cannot be met through normal provision.

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6
Q

What are the four broad areas of need identified for children and young people with SEND?

A
  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional, and mental health
  4. Sensory and/or physical needs
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7
Q

True or False: Parents of home-schooled children must work in partnership with the local authority to ensure needs are met.

A

True

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8
Q

What is the role of the SENDCo in early years provision?

A

To support children with SEND and ensure their needs are met

The SENDCo is a designated role in early years settings.

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9
Q

Fill in the blank: The SEND Code of Practice emphasizes the importance of _______ in decision-making.

A

involvement of children and young people and their parents/carers

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10
Q

What is one of the seven principles that must be observed by professionals working with children with SEND?

A

Ensuring the involvement of children and young people and their parents/carers in decision-making

This principle aims to give families more control over their child’s welfare.

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11
Q

What is emphasized in the transition planning for young people with SEND?

A

Preparing for adulthood and planning the transition to paid employment

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12
Q

What is the significance of joined-up services across education, health, and care for children with SEND?

A

To improve the quality of provision for children and young people with SEND

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13
Q

What does the SEND Code of Practice require regarding further education for young people with SEND?

A

SEND provision must be made available in further education settings

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14
Q

What is the main focus of the SEND Code of Practice?

A

To set out the duties, policies, and procedures for managing SEND

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15
Q

According to the EYFS Statutory Framework, what must early years providers do regarding the SEND Code of Practice?

A

Work to the SEND Code of Practice 2015

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16
Q

What are the three guidance documents related to the SEND Code of Practice?

A
  1. Guidance for early years settings
  2. Guidance for schools
  3. Guidance for further education
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17
Q

What does the SEND guide for schools focus on?

A

The SEND guide focuses on the identification of SEND in schools and improving outcomes for these children.

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18
Q

What are the main duties of colleges according to the SEND Code of Practice?

A

The main duties include statutory duties of post-16 institutions, identifying and supporting young people in college, and planning the transition into post-16 education, training, and careers advice.

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19
Q

What is the purpose of organisational policies related to SEND?

A

Organisational policies are designed to set out an agreed way of working for all to support children and young people with SEND.

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20
Q

What does the SEND policy outline?

A

The SEND policy outlines how the school, college, or early years setting will support children and young people with SEND.

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21
Q

What does the Equality policy commit to?

A

The Equality policy commits to equality and anti-discriminatory practice and meeting the requirements of the Equality Act 2010.

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22
Q

What is the purpose of the accessibility policy?

A

The accessibility policy demonstrates how the setting will meet the access requirements of those with disabilities and ensure equal access to the curriculum.

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23
Q

What does the alternative provision policy address?

A

The alternative provision policy addresses what a mainstream school will do when a child or young person is unable to attend due to emotional, behaviour, or health reasons.

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24
Q

How should behaviour policies support pupils with SEND?

A

Behaviour policies should outline adaptations for pupils with SEND to ensure they have achievable targets for behaviour.

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25
What is included in the support for children aged 0 to 5 years?
Support includes a written progress check at two to three years, a health check by a health visitor, and a written assessment known as the EYFS Profile.
26
What types of support are available for children aged 5 to 15 years?
Support includes a special learning programme, extra help from teachers or assistants, opportunities to work in smaller groups, and support with physical or personal care difficulties.
27
What is an Early Help Assessment (EHA)?
EHAs provide a means of putting in place early support in partnership as soon as issues arise.
28
From which stages can EHAs be used?
EHAs can be used from Early Years through school years.
29
What is the purpose of an Education, Health and Care Plan (EHCP)?
EHCPs are intended to support children and young people with complex needs that fall outside the SEND provision provided by early years providers, schools, or colleges.
30
Who can request an EHCP?
A parent/carer can request an EHCP if they think it is appropriate for their child. A young person can request an assessment themselves if they are aged 16 to 25.
31
What is the name of the written assessment that takes place at the end of the EYFS?
The written assessment is called the Early Years Foundation Stage Profile (EYFSP).
32
Why are EHAs important?
EHAs are important because they provide early support to address issues before they escalate.
33
What is a reasonable adjustment?
A reasonable adjustment is a change made to reduce the disadvantage a person has due to their needs.
34
How do teachers support children with SEND?
Teachers and early years practitioners support the individual needs of all children and young people, providing additional support for those with SEND to access the curriculum.
35
What is the role of educational psychologists?
Educational psychologists assess the educational needs of children and young people and provide support and advice to parents, teachers, and early years professionals.
36
How do medical practitioners support children with SEND?
Medical practitioners may be involved if children have health or medical needs, advising schools on how best to meet those needs.
37
What is the role of a multi-agency team in supporting children with SEND?
A multi-agency team ensures that children and young people with SEND receive coordinated support quickly, involving various professionals and the child's family in decision-making.
38
Name one type of professional who may support a child with SEND.
One type of professional who may support a child with SEND is an educational psychologist.
39
How should an early years worker or teacher support a child with concerns but no identified SEN?
They should provide additional support and monitor the child's progress, seeking advice if necessary.
40
What might an educational psychologist do to support a child or young person?
An educational psychologist might assess the child's educational needs and provide strategies for support.
41
What does it mean to differentiate instruction?
To differentiate instruction means to tailor instructions and set work according to the needs and levels of children and young people.
42
What strategies can adults use to remove barriers for children with special educational needs and disabilities (SEND)?
Provide access to all areas of the learning environment and make necessary adaptations.
43
How should adults promote value and respect in the learning environment?
The equality policy should promote principles of value and respect, and adults should model this behavior.
44
How can children and young people be involved in their learning?
They should be involved in planning and making self-assessments about their learning.
45
What is the importance of providing context and relevance to learning for children with SEND?
It helps them make connections between their learning and its relevance to their lives.
46
What is enabling language?
Using language that makes the individual feel capable of completing tasks and activities.
47
Why is it important for educators to work with families and other professionals for children with SEND?
It is the best way to gain knowledge and understanding of the child's needs.
48
What must all adults ensure when working with children with SEND?
They must know and comply with relevant policies and procedures.
49
What are no-tech communication methods?
These involve gestures, body language, signing, pointing, and facial expressions.
50
What are low-tech communication systems?
These include AAC methods that do not require power, such as pen and paper or picture exchange communication systems (PECS).
51
What are high-tech communication systems?
These are for individuals needing support in producing speech sounds, including mobile devices and speech synthesis.
52
What is AAC?
Augmentative and alternative communication, covering all methods that enhance or replace speech.
53
What is muscular dystrophy?
A progressive condition that can significantly reduce a person's life expectancy.
54
How does muscular dystrophy affect physical movements?
As the condition worsens, the individual will find it harder to control their physical movements.
55
What is epilepsy?
A neurological condition that causes seizures, which can be regular or rare and may often be controlled by medication.
56
How can epilepsy affect a child or young person?
It can cause anxiety about having a seizure or being wary about participating in some activities.
57
What are severe allergies?
Allergies that can be triggered by environmental factors or specific foods, and can be life-threatening if not treated immediately.
58
How might severe allergies affect a child or young person?
They may cause anxiety about what will happen during an allergic episode.
59
What is cystic fibrosis?
A genetic condition affecting how salt and water move in and out of cells, impacting the lungs and digestive system.
60
What support might a child with cystic fibrosis need?
They might need both emotional and physical support, as well as treatments.
61
What is depression?
A condition that affects emotions and behavior, potentially leading to eating disorders, self-harm, and withdrawal from others.
62
What is Down syndrome?
An inherited condition that causes learning disabilities and difficulties relating to others.
63
What is sickle cell disease?
A group of inherited disorders affecting the shape of red blood cells, causing painful episodes and other symptoms.
64
What is diabetes?
A chronic condition where sugar levels build up in the blood due to insulin issues.
65
What are the two types of diabetes?
Type 1 diabetes, which is lifelong and often hereditary, and Type 2 diabetes, which can develop due to poor diet and lack of exercise.
66
How is Type 1 diabetes treated?
It is managed by injecting insulin to keep glucose levels safe.
67
How is Type 2 diabetes treated?
It can sometimes be managed through diet and exercise, but may also require medication.
68
What is anaemia?
A health condition where there are not enough red blood cells in the body, leading to insufficient oxygen supply.
69
How can adults support children and young people with SEND?
By promoting independence and removing barriers to their learning.
70
What are some impacts of cognitive difficulties?
-Reading/writing/comprehension -Mathematical skills/ concepts -Vocabulary and communication -Attention span -Co-ordination -Logical reasoning -Memory/ building on prior knowledge
71
What do cognitive skills include?
Attention Memory Perception Logic and reasoning Auditory and visual processing
72
What skills may a person who has neurological or neurodevelopment disabilities find challenging?
-Attention -Memory -Perception -Logic and reasoning -Auditory processing -Visual processing
73
Why are cognitive skills necessary for effective education?
-Focus their attention -Remember information and process it -Apply their knowledge in different situations
74
What is a primary disability?
Primary disability The main physical or mental impairment that has a negative effect on a person's ability to carry out normal activities. The individual may have other impairments resulting from or apart from this.
75
How may principles of enquity promote a sense of fairness?
+ The educator must understand their own culture, personal values and biases. This means that they should think about why their thoughts and opinions might have been fixed in a certain way. + Partnerships with parents should be strong, with shared aspirations for children and young people. This means that educators and parents should communicate to share thoughts and ideas as much as possible.
76
Why is it important to use appropriate terminology when discussing needs of children and children with SEND?
ris important to use appropriate terminology when describing and discussing the needs of children and young people with SEND. Negative terminology can be both hurtful and damaging, and highlight the disability or need rather than the individual. It is part of the adult's role to enable the chila or young person, rather than contribute to singling them out.
77
Why must practitioners use appropriate terminology when discussing SEND?
+ Complying with organisational policies: the SEND and equality policies are likely to highlight the use of appropriate terminology as a requirement. + Avoiding stereotyping or labelling: it is important that practitioners do not make assumptions about what children and young people can or cannot do. Stereotyping and labelling can be demoralising and have a negative impact on the achievements of children and young people, particularly those who have SEND.
78
What is the medical and social model?
M- Child is faulty S- Child is valued M- Diagnosis S- Strengths and needs defined by self and others M- Labelling S- Identifies barriers and develops solutions M- Impairment becomes focus of attention S- Outcome-based programme design M- Assessment, monitoring, programmes of therapy imposed S-Resources made available M- Segregation and alternative services S- training for parents and professionals M- Ordinary needs put on hold S- Relationships nurtured M-Re-entry if normal enough or permanent exclusion S-Diversity welcomed, child included M-Society remains unchanged S-Society evolves
79
What is the social model of disability?
The social model of disability was developed in the 1980s. It advocates thinking of disability as being created by society, and to think about how society can be organised so that people with disabilities can participate rather than be excluded by default.
80
What does primary disability Impact on social and emotional development?
Impulse control Language development Mood and emotion
81
What are inappropriate terms and preferred terms?
I: Disabled Person P: Person with a disability I: Suffers from P: Has or lived with I: Confined to a wheelchair P: Wheelchair user: uses wheelchair I:Colloquial language P:Relevent medical terms
82
What does primary disability impact on physical development?
Attention and concentration / memory Sensory processing Motor control

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